Students should be working, thinking, analyzing, creating, etc. throughout the day and guiding a large part of their own learning. Having students create their own assessments ensures that they are held accountable to actively listen during class and that they are thinking at a higher level about what they've learned.
In my EDU222 class, we are analyzing Special Education models. Last term I presented on three models, set up in-class discussions, and had students write a research-based essay analyzing the 3. This semester, I modified the cycle to include a variety of formative assessments and ended with an in-class debate and essay. Students were much more analytical in their approach and were much better able to form their own conclusions as to what Special Education Model is most effective and why.
In summer 2014, the calculus III workbook was updated to incorporate more physics with the calculus curriculum. In fall 2014, students are using this new workbook. Of the 31 students in the class, 7 of them took the calculus/physics learning community in fall 2013. All but 2 of the remaining 24 students have had (or are currently in) PHY121/PHY131.
MAT082 students historically demonstrate a need for organizational, time management, test-taking and study skills. They also struggle with Math and test anxiety.